Education, Culture and Learning in Response to Conflict and Protracted Crisis

Moskal, M. , Odena, O. , Arizpe, E. , Gormally, S. , Pacheco, E.-M. , Dagar, P. and Aldegheri, E. (2021) Education, Culture and Learning in Response to Conflict and Protracted Crisis. Comparative and International Education Society (CIES) 65th Annual Conference, Seattle, WA, 25-29 Apr 2021.

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Abstract

Panel Session on ‘Education, Culture and Learning in Response to Conflict and Protracted Crisis’ at the Annual CIES Conference 2021. Chaired by Moskal, five papers addressed both the lived experiences and actions - in policy and practice - in conflict, post-conflict and UK contexts. A discussant (Odena) offered reflections on common threads and issues to reconsider, drawing on his experience leading The Arts of Inclusion network. Presenters examined youth policies in Colombia and Mexico (Arizpe & Gormally), experiences of doctoral students from Middle-Eastern conflict zones in the UK (Pacheco), skills development of refugees in India (Dagar), Arabic teaching with refugees in Italy (Aldegheri), and workshops with Syrian and Iraqi refugees at a UK university (Moskal). These studies engage in discussions of issues confronting youth in particular, their wellbeing, aspirations, learning and skills development. The papers contribute understanding to education in crises, one of the major global challenges in achieving the Sustainable Development Goals (SDG4). Education is crucial in establishing peace-building processes, and for the wellbeing and economic integration of all individuals affected by conflict. Formal and non-formal learning has a strategic role to play in peace building, and promotion of equity and diversity.

Item Type:Conference or Workshop Item
Additional Information:The study by Moskal was funded by the UK Arts and Humanities Research Council (Building an intercultural pedagogy for higher education in conditions of conflict and protracted crises). Odena’s work with The Arts of Inclusion network was supported by the UK Arts and Humanities Research Council (Grant Ref. AH/S003851/1) and the Royal Society of Edinburgh (Grant Ref. 62292). The study from which Arizpe and Gormally’s paper was developed was funded by the British Academy (Educational peacebuilding in Medellin and Acapulco). Dagar's and Aldegheri's investigations were funded with PhD studentships from the UK Research and Innovation Global Challenges Research Fund and the Economic and Social Research Council respectively. Conference participation was sponsored by the School of Education, University of Glasgow.
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Arizpe, Professor Evelyn and Pacheco, Ms Emily-Marie and Aldegheri, Ms Esa and Gormally, Sinead and Odena, Professor Oscar and Dagar, Miss Preeti and Moskal, Dr Marta
Authors: Moskal, M., Odena, O., Arizpe, E., Gormally, S., Pacheco, E.-M., Dagar, P., and Aldegheri, E.
College/School:College of Social Sciences > School of Education
College of Social Sciences > School of Interdisciplinary Studies
Copyright Holders:Copyright © 2021 CIES
Publisher Policy:Reproduced with the permission of the publisher
Related URLs:

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Project CodeAward NoProject NamePrincipal InvestigatorFunder's NameFunder RefLead Dept
303890The Arts of Inclusion (TAI): Examining the role of performing Arts for Peace Education in Conflict. A UK-Latin American Countries NetworkOscar OdenaArts and Humanities Research Council (AHRC)AH/S003851/1ED - The Robert Owen Centre for Educational Change
305663The Arts of Inclusion (TAI): Examining the role of Performing Arts for Peace Education in Conflict. A Scottish-Latin American Countries NetworkOscar OdenaThe Royal Society of Edinburgh (ROYSOCED)62292IS - Interdisciplinary Studies
309642BA Education & Learning in CrisesEvelyn ArizpeBritish Academy (BRITACAD)ERICC\190110ED - Education